The Future of Reference and Instruction (and Assessment)

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Transcript of The Future of Reference and Instruction (and Assessment)

ASSESSMENT The Future Of Reference and Instruction Relate library public services to specific areas of institutional outcomes Recognize the library’s role in improving institutional outcomes and why that role is important Identify the pressures on today’s academic libraries and explain the place of assessment in meeting these pressures Learning Objectives Rapid Technological Change Collection vs. Access The Academic LIbraryinthe 21st Century Learning Commons Merged Library/IT Scholarly Communications E-books Institutional Repositories Patron-Driven Acquisition Just in Casevs.Just in Time Scholarly Journal Crisis Digitization Data Curation Web-Scale Discovery Accountability Shrinking Budgets Accreditation The College Mission Information Fluency Demonstrating Value and Impact Planning Outcomes Analyze and Improve Plan Your Work, Work Your Plan Campus MissionandLibrary Mission Campus Assessment Plan (?) Involve Your Stakeholders Who, What, Where,When, Why, How Formative vs. Summative Journal TitlesDatabases AvailableILL TransactionsVisits to Special Collections/ArchivesHits on the Webpage THe New Hotness: Library Outcomes Institutional outcomes Student becomes more information fluent Student uses peer-reviewed resources Faculty retains rights to archive post-print Faculty collaborate with librarian on assignment design Student interprets bibliographic citation in order to locate Enroll students with higher average SAT scores Improve graduation rate and time to graduate Increase percentage of students that go on to graduate programs Increase number of publications per faculty member Enhance the reputation of the college Increase number and size of faculty grants Affective, Behavioral, Cognitive Existing Data The $64,000 Question: How do Reference and Instruction Advance the Mission? The Outcome The Point of Impact The Plan and Implementation The Result Student enrollmentStudent retention and graduation ratesStudent successStudent achievement Student engagementFaculty research productivityFaculty teachingFaculty grantsInstitutional reputation and prestige "Students should develop the ability to use information and communication resources effectively, be adept at critical, analytical and logical thinking, and express themselves well in both oral and written forms." Student learning Outcome:Students should develop critical thinking skills. Where Do Libraries Influence the Mission? Figure from Oakleaf, 2011 Who is our sample/demographic? What methods or tools should we use? How will we analyze the data? What is the timeline for assessment? What resources are required? How will results be presented? To whom? What did we find? How will we change our services? Tools of the Trade Surveys and Tests ETS iSkills LibQual+ MINES for Libraries project SAILS Library-specific Standardized General Academic Surveys National Survey of Student Engagement (NSSE) College Student Experiences Questionnaire (CSEQ) HEDS Senior and Alumni Surveys Home-grown Course-specific Pre- and post-testing Library-focused General academic Authentic Performance assessments Interviews and Focus Groups Assessment management Systems Writing and Research Portfolios Rubrics Annotated Bibliographies Research Papers Traditional Library Inputs and Outputs Retention rate Graduation rate Admissions demographics Student Data GPA Test Scores Faculty Data Citation Analysis Grant applications and amounts Syllabi and curricula Inputs and Outputs Old and Busted: Books PurchasedReference TransactionsGate CountsFull-Text DownloadsCirculationInstruction Sessions Taught What is the point? The Cycle Begins again: Produce Written Reports Share with Stakeholders Analyze and Format Data Act on the Results: Start planning... Bibliography Association of College and Research Libraries. (2002). Value of Academic Libraries: A Comprehensive Research Review and Report. Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries.